Grade Level: 11 Topic: U.S Involvement and Justification
Objectives:
Student will understand that events of WWII effected different regions of the world in unique ways.
Student will know sequences and Timelines: Allies involvement, Axis power conquering countries and major battles
Student will be able to demonstrate the knowledge of the U.S. involvement in WWII.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II" Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Assessment
Formative (Assessment for Learning)
Students have to create a PowerPoint with a group of four. These PowerPoints will cover one major part of U.S involvement in World War II. Students will have the choice between Pearl Harbor, Japanese Internment, Battle of Midway, D-day, Nagasaki and Hiroshima. They will research details of the event and the United States justification for its involvement. This will allow students to see why as a country we get involved in warfare.
Summative (Assessment of Learning)
Students will individually write an essay on whether or not they believe the U.S involvement in their topic was justified. This will show students understanding because it allows students to research a topic and then go further in depth by giving examples why the U.S. may or may not be justified in actions taken during WWII. Students will turn in a rough of their essay for revisions. This also is a form of self-assessments for the student because it shows what they know about U.S involvement in WWII and what their understanding is on the subject.
Integration
English: Students will write an essay on U.S involvement and whether or not they feel it was justified
Reading: Students will have to research and read articles on their topic.
Technology: Students will create a PowerPoint project on an aspect of U.S. Involvement.
Groupings
Students will be in cooperative learning groups. Each student will be assigned a role. The roles are the facilitator, recorder, timekeeper, and process observer. As the facilitator they will read the directions for the project. They will keep people on track. The recorder records all the information for the group. Timekeeper keeps the time for the group and lets the group know when they are running out of time. The process observer makes sure that everyone is contributing to the group. They will all as a group have to find information, put it on the PowerPoint, and present to the class.
Differentiated Instruction
Strategies (Linguistic) Students have to present PowerPoint to the class. (Spatial)Students have to provide pictures and or video clips in presentation. (Kinesthetic)Students have to use the computer program PowerPoint and type parts of their information on to the presentation. (Interpersonal) Students have to work in groups to put their PowerPoint together. (Intrapersonal) Students will first work alone on the information for the PowerPoint. (Logical)Students will have to reason and analyze U.S involvement. (Musical) Music is played in the background of the film clip the students will watch.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. Students that are absent will have a week to complete the missed classwork. They will not have to create a PowerPoint but they will have to do their own research on U.S involvement and write an the essay that was assigned to the class.
Extensions
Students will get a chance to use PowerPoint (type I). They will have the option of adding movie/ audio clips and or make their PowerPoint flow like a movie (Type II). Students will post both their PowerPoint and essay to the class wiki page.
Materials, Resources and Technology
Laptops
Overhear Projector (with computer hookup)
Five W's worksheet
Pens/ Pencils
Group Evaluation worksheet
Source for Lesson Plan and Research
www.history.com
Graphic organizer:
Lesson plan created by: Brenna Fenderson
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by involving different intelligences into the lesson. There are multiple intelligences involved in this lesson to ensure that all the students are learning from this activity. The students will be also learn about different things like internment camps and war that they might be able to relate too.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by addressing events and involvement of the United States and integrating it to meet the Maine Learning Results. Students will learn about the events and consequences of U.S. involvement in World War II.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by using technology as the primary tool for learning and expressing the information learned by the students. This allows for creativity and adjustments to be made depending on the students needs and abilities.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standard for Initial Teacher Certification by having students create a PowerPoint for their formative assessments. The students will then write an opinion essay on whether they feel the event they choose was a justifiable involvement on the United States part in World War II.
Teaching and Learning Sequence:
I will have given students a topic to research for homework (either Japaneses internment, Pearl Harbor, Battle of Midway, D-day, or Hiroshima and Nagasaki). Students will arrive in class and I will take attendance for the class. I will then play a film clip of the attack on Pearl Harbor. When it is finished I will ask students if they know what event it was. If no one knows I will tell them that it was the attack on Pearl Harbor on December 7, 1941. I will then start discussing how the United States only got actively in WWII after they had been attacked. I will pose the question do you think the U.S was justified entering WWII only after they had been attacked? Do you think they should have been involved before then? How is this similar to 9/11? After they discuss this topic, I will tell students that I a going to put them in groups according to what they researched for homework. I will tell them that they are going to be creating a PowerPoint presentation about one event in U.S involvement in WWII. (15 Minutes) Where, Why, Hook, Tailor: Interpersonal, Logical, Spatial, Musical
I will tell them what they are going to do in the groups. In the groups they will use the information that they gathered and put a PowerPoint together. I will tell them that each person in the groups will have a job either a facilitator (the person that gets the materials like computer, paper, etc) time keeper (they will have 30 minutes and then must report out on their progress), recorder (the person actually putting all the information on the PowerPoint) and process observer (the person that keeps the group on task). I will tell students that they will use the information that they collect for homework to create their PowerPoints. I will tell them that they will have to identify their event and give details on U.S. involvement in that event. The group must also what the United States justification was for its involvement. Why did the U.S. get involved? I will let them know that the PowerPoints have to be at least 5 slides long and each slide should include a picture or graphic. I will then direct the students to find the others that had the same topic. They will then get into their groups and start to put their PowerPoint together. I will continue to circulate the room while the students are working on their PowerPoints to insure that they are staying on task. (40 Minutes). Equip, Explore, Revise, Refine, and Tailor: Interpersonal, Linguistic, Kinesthetic, Spatial, Logical.
When students have finished putting their PowerPoints together I will direct all the students to go back to their seats. When everyone is seated I will pass out Five W’s worksheets to the students. I will let them know that while they are listening to other presentations they will be responsible for taking notes. They can either use the worksheets or paper to take down the information. I will then tell the students that they will present in the order of Japanese internment, Pearl Harbor, Battle of Midway, D-day, or Hiroshima and Nagasaki. I will let the students know that they will have 5 minutes or less to present their presentations. I will also let them know that each student in the groups must share at least one piece of information. The students will then start to present their information. The students will use the projector/ projector screen to show their PowerPoint. I will pass around a USB drive and the students must put their PowerPoint on the drive so that I will have a copy of each group’s presentation. (25 minutes) Explore, Experience, Rehearse, and Tailor: Interpersonal, Linguistic, Kinesthetic, and Spatial.
When the presentations have finished the students will receive a group evaluation sheet. The students will have to evaluate their groups work and the participation of each member of the groups. They will pass them in when completed. When everyone is done I will then tell them that they will have to write a one page essay for homework. The students will have to write about a different U.S involvement topic (not the one that they presented on). The essay will be about what it (the event/ topic) was and whether the student believes the U.S. was justified in doing it/ being involved. The students may or may not believe its justified but they must explain why they feel that way. It will be due the following class. (5 minutes) Evaluate, Rethink, Tailor: Intrapersonal, Linguistic, Logical
UMF LESSON PLAN FORMAT
Teacher’s Name: Brenna Fenderson Lesson # : Two
Grade Level: 11 Topic: U.S Involvement and Justification
Objectives:
Maine Learning Results Alignment
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II"
Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Assessment
Students have to create a PowerPoint with a group of four. These PowerPoints will cover one major part of U.S involvement in World War II. Students will have the choice between Pearl Harbor, Japanese Internment, Battle of Midway, D-day, Nagasaki and Hiroshima. They will research details of the event and the United States justification for its involvement. This will allow students to see why as a country we get involved in warfare.
Students will individually write an essay on whether or not they believe the U.S involvement in their topic was justified. This will show students understanding because it allows students to research a topic and then go further in depth by giving examples why the U.S. may or may not be justified in actions taken during WWII. Students will turn in a rough of their essay for revisions. This also is a form of self-assessments for the student because it shows what they know about U.S involvement in WWII and what their understanding is on the subject.
Integration
Reading: Students will have to research and read articles on their topic.
Technology: Students will create a PowerPoint project on an aspect of U.S. Involvement.
Groupings
Differentiated Instruction
(Linguistic) Students have to present PowerPoint to the class.
(Spatial)Students have to provide pictures and or video clips in presentation.
(Kinesthetic)Students have to use the computer program PowerPoint and type parts of their information on to the presentation.
(Interpersonal) Students have to work in groups to put their PowerPoint together.
(Intrapersonal) Students will first work alone on the information for the PowerPoint.
(Logical)Students will have to reason and analyze U.S involvement.
(Musical) Music is played in the background of the film clip the students will watch.
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. Students that are absent will have a week to complete the missed classwork. They will not have to create a PowerPoint but they will have to do their own research on U.S involvement and write an the essay that was assigned to the class.
Students will get a chance to use PowerPoint (type I). They will have the option of adding movie/ audio clips and or make their PowerPoint flow like a movie (Type II). Students will post both their PowerPoint and essay to the class wiki page.
Materials, Resources and Technology
Overhear Projector (with computer hookup)
Five W's worksheet
Pens/ Pencils
Group Evaluation worksheet
Source for Lesson Plan and Research
Graphic organizer:
Lesson plan created by: Brenna Fenderson
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
This lesson addresses the Maine Standard for Initial Teacher Certification by involving different intelligences into the lesson. There are multiple intelligences involved in this lesson to ensure that all the students are learning from this activity. The students will be also learn about different things like internment camps and war that they might be able to relate too.
Rationale:
This lesson addresses the Maine Standard for Initial Teacher Certification by addressing events and involvement of the United States and integrating it to meet the Maine Learning Results. Students will learn about the events and consequences of U.S. involvement in World War II.
Rationale:
This lesson addresses the Maine Standard for Initial Teacher Certification by using technology as the primary tool for learning and expressing the information learned by the students. This allows for creativity and adjustments to be made depending on the students needs and abilities.
Rationale:
This lesson addresses the Maine Standard for Initial Teacher Certification by having students create a PowerPoint for their formative assessments. The students will then write an opinion essay on whether they feel the event they choose was a justifiable involvement on the United States part in World War II.
Teaching and Learning Sequence:
Where, Why, Hook, Tailor: Interpersonal, Logical, Spatial, Musical
Equip, Explore, Revise, Refine, and Tailor: Interpersonal, Linguistic, Kinesthetic, Spatial, Logical.
Explore, Experience, Rehearse, and Tailor: Interpersonal, Linguistic, Kinesthetic, and Spatial.
Evaluate, Rethink, Tailor: Intrapersonal, Linguistic, Logical